University Students' Perception on Online Engagement in Learning

Online learning has emerged as an advanced mode of learning and shaped learning developments in recent years. Online learning allows learning to take place remotely when needed and ensures the process of learning is able to take place. Nonetheless, issues emerge when some students could engage and immerse in online lessons well, while some others may be facing challenges and struggling in engaging in online learning. Interactions are needed to support engagement in digital learning, calling for the need of this study to examine learners’ perceptions towards online learning in the context of engagements among learners, between learners and instructors and learners and content engagement. Such examinations could assist in determining pedagogical improvements that could better enhance online learning experience. This study employed a survey-based approach using a questionnaire to pool target students’ perceptions in the form of means on matters pertaining to online learning engagement, in the aspects of engagement among learners themselves, instructors and learning content. Overall data revealed the highest mean supporting how much they preferred and needed online learning support from peers the most, yet also revealed a strong need for interactions with learning content, followed by valuing their teachers for positive online engagement. These findings suggest that positive engagements via these interactions matter to them. These results could impact the need for a standard and strong learning support system and more advanced pedagogical shift to support students in navigating online learning to create better online learning engagement in the modern landscape of the ever-growing digital world.

online learning, students’ perception, interaction, online engagement

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